Professional identity and teacher education in virtual contexts
DOI:
https://doi.org/10.26512/lc.v20i42.4316Keywords:
Professional Identity, Teacher Education, Virtual learning contextsAbstract
This article analyzes mediating meanings of the construction of teacher identity in a virtual discussion forum. We used the socio cultural and activity theory approaches. We conducted an empirical study of the discourses produced by 32 students and a tutor. For this, we performed three types of analyses to study subject area contents and the exchange dynamics in the forum. Results suggest that the mediating meanings around teacher identity are constructed dialogically through discursive practices and interchanges, and revolve around the teacher as the agent and mediator in the transmission of knowledge, and as a good and bad teacher.
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